Final report


Technological developments



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Technological developments

  1. Proliferation of devices and interest in bring your own device (BYOD) strategies


The value of technology in the classroom to enrich the student experience and drive better engagement has piqued interest in sustaining ICT investment beyond the funded period of the DER. In considering how to sustain 1:1 computing ratios in schools beyond the DER, education authorities and schools are considering opportunities to have students bring their own devices/ technology. At the same time as this is being contemplated, the number and range of device types and platforms is proliferating. Incorporating a range of device types into the school learning environment brings both technical and pedagogical challenges. From a technical perspective, different device types/platforms have varying functionality and security provisions. Even more significantly, this creates challenges in ensuring that legacy applications such as student and learning management systems can be supported across a range of platforms.

Teachers that participated in this review identified significant challenges arising from a ‘multi-device’ environment. Firstly, the standard of teacher competency in the effective use of ICT required of the teacher is significantly higher, including a working knowledge of potentially dozens of different devices. Secondly, the complexity of lesson planning is increased given that instruction needs to be geared towards the lowest common technology denominator (i.e., aligned to the most basic device in the classroom rather than the most advanced).

Another challenge associated with BYOD is acknowledged as the preservation of equity, particularly in a proliferating device environment. Stakeholders expressed significant reservations about a move to unrestricted BYOD due to the fact that it could reinforce the marginalisation of students from low SES backgrounds who could not ‘keep up’ with other students.

A number of organisations – from schools through to corporations – have recognised that many of these challenges can be overcome by restricting the range of devices supported. While technically still BYOD, schools are recognising that parental co-contribution or purchase of an approved device is potentially the optimum outcome. In a single-device environment, parental purchase of the device shouldn’t create any additional technology challenges but provides all the benefits of transferring the ownership burden away from the school.


      1. The emergence of cloud-based services


Technological change is prevalent across the technology value chain, from devices to applications, networks and data centres. Cloud-based services, which include the provision of IT services such as storage or software over the Internet on a pay-per-use basis134, offer a number of potential opportunities for education authorities and schools, including the ability to:

  • scale up and down quickly and cost-effectively; and

  • manage applications remotely, reducing the need for dedicated on-site ICT resources at schools.

The cloud is also considered to be `democratising’ information technology by making it easier for consumers and providers of content to reach their intended audience and access their own tools. An example of a cloud-based service that is emerging, though still not at critical mass in education, is the concept of the virtual desktop. In a typical virtual desktop environment the device simply hosts rather than saves content and applications that are provided from the cloud or data centre via the internet. These applications and content are accessed via a log-in and in some cases no content or applications physically sit on the device. The virtual desktop has a number of advantages, including the fact that changes to applications can be made without IT technicians having to physically access a device, and that when a device is stolen, it contains no content. This latter feature is particularly attractive in an education environment where the theft of take-home devices is a consideration for school students.

Some CIOs indicated that for cloud-based services to work effectively, education authorities need to significantly bolster ‘back end’ systems such as student administration and learning management systems to support digital education in cloud environments. Stakeholders expressed interest in cloud-based technologies for some applications and content, though they were concerned about the economics of such a move given it can lead to higher data-storage costs and requirements for higher standards of connectivity and therefore greater investment. Another complicating factor for some education authorities was privacy legislation restrictions relating to the residency of data. For example, the ACT Government reported that its educational data cannot be stored more than 25 kilometres from school locations, making it difficult to access cloud-based services where a provider does not have a local data centre.


      1. Ubiquitous fibre connectivity and the NBN


The National Broadband Network (NBN) represents a $42 billion infrastructure investment, connecting 100 per cent of Australian residences to high-speed broadband (almost 80 per cent of those via fibre-to-the-premise technology). The NBN is designed to mitigate one of the most significant impediments to the ubiquitous uptake of the Internet by Australian citizens (and, in turn, schools): the high cost (relative to speed) of bandwidth. This is particularly true of, but not restricted to, regional and remote areas, which have historically experienced lower service levels and higher prices due to their higher cost to serve. The NBN’s impact is not confined to consumers in their homes.

A number of NBN trial sites are underway in the education realm. For example, a NBN-enabled tele-education project has commenced in Armidale (NSW) to trial virtual interactive training rooms, laboratories and community learning capability. The partnership between the New England Institute (TAFE NSW) and University of New England focuses on trialling the impact of high-definition, Internet-protocol-delivered television, video on demand and three-dimensional trade skilling packages, open-access courseware and cloud-based technology, and a range of other applications. The One Community Project in Cleveland, Ohio, demonstrated significant benefits from connecting mostly low SES households to high-speed broadband. These included 65 per cent of parents using their home broadband connection to communicate with their child’s school and teachers, and 75 per cent increasing the frequency of their engagement with teachers and administrators as a result of having home broadband access.135 The results are instructive about the value of connectivity at the home, not just the school.

While trials are still underway, the NBN has transformative potential in education, providing the underlying infrastructure to enable high-resolution video and other forms of data necessary to provide a truly interactive experience. While a number of government departments have ubiquitous or high levels of fibre connectivity to schools, some States/Territories and sectors – particularly the Catholic and independent sectors – do not. The transformative potential of the NBN is perhaps most significant, therefore, for schools that have to date found it difficult to fully exploit the DER on the basis of poor connectivity. In education, the NBN also has the potential to improve home Internet connectivity, though it is feasible that some of the 28 per cent of households that do not have home Internet access136 are in this position due to cost rather than purely infrastructure considerations.

While it is generally accepted that the NBN has promise, stakeholders expressed some concerns. One of the concerns was the timing of the NBN – still many years away in some States – and fears that the NBN will be delivered at ‘residential grade’ to many schools due to their location. Some of these views were particularly prevalent in WA, where there were doubts about the NBN’s capacity to provide high-speed, affordable broadband given the remoteness of many schools.


    1. Changes in pedagogy and curriculum

      1. The emergence of `MOOCs’ – massive open online courses, which have potential applicability to K-12

A new model for the delivery of digital content has emerged in the higher education sector, and has potentially significant implications for K-12 learning. `MOOCs’ – massive open online courses – represent a potential glimpse into the ways in which new curriculum might be incorporated from unlikely sources. Some of the highest profile MOOCs are developed on open source standards, purely for consumption online, are provided free of charge to users and provide online assessment. Though the high profile MOOCs have been launched in higher education at this stage, it is easy to imagine the model being extended to primary and secondary schools. The main difference between a MOOC and traditional learning resources is that the MOOC provides an end to end course experience, including assessment, rather than providing artefacts that can be used in the classroom. It is therefore conceivable that a MOOC designed in Europe, Asia or the United States could be accessed by students to augment curriculum that is offered under the Australian Curriculum. This would have the effect of rapidly expanding the choice and quality of learning options for students and teachers in the future.

While only launched in 2011, a collaborative MOOC between Harvard and MIT universities entitled EdX has made a significant impact. The model is potentially extendable to a K-12 environment, and has the ability to redefine the definition of learning resources by incorporating assessment as well as learning objects. The model is potentially attractive as it enables learning to occur in students’ own time/place, is low-cost and requires only an Internet connection and device to access and engage with the course content.

      1. Changing pedagogy and the embedding of ICT in practice


Employers and public interest groups have been calling for many years for students to be given more opportunities to develop their skills in the critical capabilities for the future, particularly the ability to work collaboratively to solve complex problems and create and share new ideas. Many experts agree that the changes occurring represent a dramatic break with past practice – a ‘second-order change’137 – requiring a ‘transformation’ in the role of the teacher. There is widespread agreement about some of the elements that characterise the pedagogy of the 21st-century. These include a focus on the new skills and capabilities to be developed in students as opposed to test scores; personalised learning and teaching, ‘with curriculum and assessment responsive and tailored to the individual student and data analysed and available to assist teachers, schools, education authorities and governments’.138 This pedagogy also encompasses collaborative and team-based learning for students and teachers; inquiry-based or problem-solving curriculum; pedagogies that enable the learner and prepare for lifelong learning; and virtual learning and virtual classrooms.

These changes in pedagogy will require teachers to reorganise their classrooms and manipulate the learning environment to meet the needs of individual students. The demands should not be underestimated and will require constant reflection and redesign. ICT creates radically new possibilities, but the fundamental shifts involve what needs to be taught and the process for teaching this.


      1. Introduction of the Australian Curriculum


The Australian Curriculum sets out the core knowledge, understanding, skills and general capabilities that are important for all Australian students.139 The online delivery of the Australian Curriculum was identified by a number of stakeholders as creating a focal point for embedding ICT into teaching. The Australian Curriculum is a dynamic resource that has inserted links to online resources, and which allows for greater collaboration and information sharing between schools and education authorities. Stakeholders reported that unless the major assessment instruments had ICT embedded in them, some teachers would not see a need to change.

One of the challenges for the Australian Curriculum and related assessment tools, as noted by several stakeholders, is ensuring that assessment reflects what is expected of contemporary teaching practice. This extends to the adoption of formative testing to ensure that the technology is intrinsically connected to the act of teaching and learning.



One of the challenges is that we are telling teachers that they must be creative, and teach in different ways, but the assessment has not caught up. We need to create assessments that recognise teachers for being more innovative in the use of ICT. At the moment the ‘test’ is disconnected from the vision for teacher practice.

      1. National Professional Teaching Standards, including integration of ICT


The recently released National Professional Standards for Teachers is intended to have a significant impact on the professionalisation of teaching. The standards are organised into four career stages (graduate, proficient, highly accomplished and lead), with descriptors that represent an analysis of effective, contemporary practice in Australia.140 The Teaching Teachers for the Future project141 was undertaken with the specific aim of building the ICT capacity of graduate teachers in Australian universities. Led by ESA, this project brought together the Australian Council of Deans of Education, with this initiative being the first time the 39 Australian higher education institutions with initial teacher education programs had worked together on a significant national project.142 This project has developed ICT statements for the graduate career stage of the National Standards, together with elaborations and exemplars to support initial teacher education.

While the development of standards will have an impact on the ICT skills and knowledge of graduating teachers, they will have less impact on more senior teachers (highly accomplished/lead) for whom professional learning is all about self-development, not accreditation requirements. Standards will certainly focus the attention of all schools on professional development. What will be critical is the way individual schools develop professional learning opportunities for their staff to ensure they reflect what is known to be good practice at all stages of career development.


    1. Changes in economics and demographics

      1. Continued focus on Asia in a globalised economy and the role of ICT as a potential differentiator


The Australian Government’s recent white paper Australia in the Asian Century143 provides a rationale for increased focus on economic, social and educational ties with Asia. This is supported by calls for increased focus on Asian languages in the education system as well as greater focus on cultural literacy144 and Asian language skills in education. This is already beginning to happen in schools, with examples such as the University of New England’s Australia–Korea Connexion program that digitally connects NSW schools with those in Korea to expand cross-cultural and language programs.145 These types of approaches acknowledge that formal and informal exchanges provide significant value at an educational level.

As much as Asia represents a significant trade and cultural partner, in an increasingly globalised world, Asia also represents a source of competition. This is recognised in international education, where Australia now competes with many of our traditional source markets for provision. There are opportunities for Australia to exploit its proficiency in ICT as a competitive advantage, but there are also risks should the education systems of Asian countries outpace Australia in this area.


      1. Productivity and the participation agenda driving the need for universal ICT competency


Productivity is a critical element of the success and prosperity of Australia. Improving productivity levels is a key focus of the Australian Government following a drop in the growth of average annual labour productivity, from 2.1 per cent in the 1990s to around 1.4 per cent in the 2000s.146 A number of empirical studies suggest that developing higher levels of human capital, which can be achieved through reforming education and training, can produce higher levels of productivity and workforce participation.147

Improving productivity in Australia will involve improving the participation of some of the most disadvantaged members of the community. Increasingly, ICT skills (or their absence) are seen as a major impediment to effective participation in society and the workforce. ICT skills have quickly evolved from a value-added competency to something more fundamental. In addition, digital education provides an important opportunity to personalise learning and engage students by appealing to their interests and learning preferences. Therefore, digital education can be a foundation for improved attainment levels and better school-to-work transition outcomes.


    1. Changes in policy and governance

      1. Maturation of National Partnerships, including the DER


The governance arrangements in place to support the delivery of education in Australia have undergone significant changes in recent years. The formation of COAG and the creation of National Partnerships relating to education are prominent examples. Many of those agreements are coming to an end, and policy priorities have evolved. This represents a significant shift in both governance and policy, with implications far broader than the DER. Questions remain about the extent to which collaboration and sharing will continue beyond the agreements currently in place, including on issues identified as part of this review.

      1. Review of school funding, the social inclusion agenda and relative priority of ICT


The Review of Funding for Schooling was initiated in 2010 to develop an alternative funding system for Australian schooling.148 In December 2011, the panel overseeing the review, led by David Gonski AM, concluded that Australian schools needed to lift the performance of students across all levels of achievement, particularly those who are the worst performers. The review recommended a need for governments to move away from funding targeted programs and focus on ensuring that the States and Territories and non-government sectors are publicly accountable for achieving student educational outcomes. Under this construct, it will be necessary to evaluate how the prominence of ICT is likely to be affected, and the extent to which funding will be dedicated to digital education objectives. It is likely that for some schools, where ICT is a top priority, the impact may be minimal or positive. However, the impact on schools that are not committed to long-term ICT integration is less certain. The school funding review’s focus on low SES cohorts also has potential implications for schools considering parental co-contribution models for the provision of ICT.

Conclusion

Implications of review findings for the role of technology in education


Recent developments in technology and technology consumption suggest that change will remain a constant, rather than something that needs to be conquered once. Looming changes to educational technology are profound, and will challenge governments, sectors, school leaders and teachers. The question is, how well equipped are schools to respond to, and keep pace with, the rate of change forecast?

The DER was a mostly programmatic response to the need for improved infrastructure and capability in education. It succeeded in establishing equity through ubiquitous access to 1:1 computing, and through that, it had a catalytic impact on digital education in schools. However, to truly create and sustain a digital education revolution, a focus on future investments will need to leverage the major shifts in technology and education that are occurring now.

Stakeholders have consistently cautioned that not everything can be anticipated and planned for. The emergence of new technologies, such as tablets, and changes to the way that digital content is produced and consumed are examples. Providing effective, timely responses to these issues requires capability to be built into all levels of the education field, most notably at the level of the school. The focus therefore needs to be on encouraging and equipping school leaders, teachers, parents and students to make sound decisions about all aspects of digital education.

Implications for schools


These implications and challenges align with the framework set out in section 3 of this report.

At a school level, governance arrangements, including appropriate usage policies, will need to evolve. As a result of both device proliferation and social media, much learning will occur outside the classroom and non-educational activities will occur within schools: the education system will need to keep pace with such changing practices and ensure that social media and device-usage policies are responsive.

Research and stakeholder views provide a clear sense of what works effectively to achieve school-level reform and results. The importance of leadership is significant, including principals’ personal leadership style and their capacity to demonstrate the behaviours they are seeking to promote within the school. Their capacity to create a culture that encourages teachers to innovate and respond to their own context is critical.

Mobility, collaborative technologies and the increasing uptake of software as a service model, such as cloud-based computing, are increasing the emphasis on security management and network sophistication at an infrastructure level. In the short term, additional demands on school-based infrastructure arising from the need for back-end upgrades and greater data storage capacity requirements, as well as adequate connectivity within and to the school, mean that increased technology and support costs are likely. In some cases, legislation related to remote storage may need to be examined.

From a teacher capability perspective, the lessons are equally profound, and consistently promoted. These include the need for teachers to evolve their pedagogical practices in response to major technology changes, and to adapt their roles to become a facilitator of learning rather than purely a transmitter of information. Embedding ICT in practice and providing students with skills for the 21st-century (e.g. through online curricula and assessment) will require schools to reorganise lessons, classrooms and teaching practices. As an example, should the range of devices in schools proliferate as expected, the complexity of lesson planning will need to be geared to the most basic device in the classroom. Teachers are being challenged to fully exploit digital technologies that enable formative, regular assessment and personalised learning that research acknowledges as producing positive results. Keeping pace with the latest best practice is a significant challenge for teachers in a time-pressured environment, increasing the role for, and reliance on, peer-to-peer professional development and collaboration. The required standards of teacher competency in the effective use of ICT will continue to rise.

Perhaps the most significant decision for schools when the NSSCF funding concludes will be how to provide students with access to devices in a financially sustainable way. Most of the stakeholders interviewed supported some form of parental co-contribution to technology, including in low-SES areas. Some schools suggested they were planning for parents to cover the entire cost of purchase, while others expected costs to be shared by the school and parents. It is important for schools to recognise that there are significant technical and pedagogical challenges associated with a ‘free reign’ BYOD policy. No matter what model is adopted for the future, schools will need to exercise caution in making decisions about the financial and technical model for provision of devices.


Implications at a national level


The Australian Government’s investment in digital education, by way of the DER, has been successful in catalysing action at a school and sector level that in many cases would have taken much longer to achieve in the absence of a program of such a scale. However, it is unlikely that such one-off capital investments of this magnitude will be repeated in the foreseeable future. From a national perspective, how should the gains of the DER be maintained and expanded?

Section 3.2 of this report highlighted the range of approaches that is known to work most effectively from a governance and policy perspective, including:



  • investing in the development of a long-term strategy with clear milestones;

  • collaborative national approaches to critical issues such as standards development, interoperability and strategic procurement; and

  • providing implementation flexibility to devolved members of systems to facilitate innovation at the edge and greater responsiveness to emerging issues.

Given that Australia is a federated system, with school education being the primary concern of States and Territories, there can be no neat transposition of what has worked elsewhere to an Australian context. The priority is to ensure that the momentum of the DER is maintained and fully leveraged.

Three areas stand out as worthy of further work at the national level, with the overall objective of sustaining the momentum of the DER:



  1. monitor momentum and specifically assess the impact on low SES schools and families on the expiry of the DER National Partnership;

  2. facilitate ongoing collaboration and support for activities that would benefit from national collaboration and which would unlikely be achieved without it; and

  3. provide targeted support for transitioning to sustainability and maintaining momentum at the level of the school.

Monitor momentum and specifically assess the impacts on low SES schools and families on the expiry of the DER National Partnership


One of the major benefits of the DER has been to provide a better understanding of digital infrastructure in schools, as well as of what works in terms of governance and policies, school leadership and teacher capability. There is a danger that this relatively independent, national-level perspective will be lost with the expiry of the current arrangements, and hence the ability to identify areas of lagging performance at an earlier stage than might otherwise occur.

Different approaches could be considered to capture this information:



  • Schools, via systems and sectors, could be required to provide information along specified dimensions – the disadvantage being the additional reporting burden on schools.

  • An evaluation and assessment exercise along the lines of this report in reduced form could be undertaken – the advantage of this is that quantitative and qualitative information could be synthesised (assuming a certain level of data capture at the school level), likely leading to richer policy insights.

  • An annual survey of school teachers and principals related to issues raised in this report.

  • A more straightforward audit could be undertaken – this could be reasonably rapid but would lack richness of information and insight.

The results could be considered by a relevant national body, such as the Standing Council on School Education and Early Childhood (SCSEEC), with a resolve to act in response to the data.

Amongst all schools, low SES schools and families merit particular attention.


Families and devices

The most vulnerable sectors of society and the lowest performing in terms of educational achievement are those from low SES communities. These communities and schools are amongst those that have the most to gain from initiatives such as the DER and therefore might have the most to lose from the absence of such support. How will these schools fare in the future without the support of a DER-style program of assistance?

Before automatically assuming that new, specific funding programs are required, other potential sources of funding should be investigated as they may be available to be leveraged for such communities. Potential sources might include the Department of Families, Housing, Community Services and Indigenous Affairs (FaHCSIA), which organises grants for schools with a high proportion of Aboriginal and Torres Strait Islander students; regional and rural programs, where a proportion of low SES schools are located; and potentially weighted funds for low SES recipients from any revised school funding arrangements. There are also potential programs operating within States, including the Education Maintenance Allowance in Victoria, which provides assistance to low income families by helping with the costs associated with the education of their children. Finally, there are also opportunities for families to offset costs associated with devices via the Education Tax Refund.149 The financial burden on families may also be potentially offset by the substitution or reduction in textbook costs. As publishing moves towards e-Books there is potential for production costs to be reduced.

It is worth noting that evidence from the study and from overseas experience is that low SES schools do not equate to an unwillingness or an incapacity to purchase devices, particularly when payments can be made periodically.



Schools

The impact on low SES cohorts may be greater at the level of the school, where the associated infrastructure and non-infrastructure costs arising from a growing number of devices is being and will be felt. Whilst this is primarily a state, sector or an individual school issue, a national assessment of which schools are most likely to fall behind would enable planning to help ensure that the equity improvements achieved through the DER are not lost. There is potential for this issue to be considered in the larger context of the Review of School Funding.


Facilitate ongoing collaboration


One of the most remarked upon unanticipated benefits of the DER initiative was its fostering of collaboration between:

  • Jurisdictions;

  • individual schools and teachers within Australia and overseas;

  • school leaders, teachers, administrators and students; and

  • teachers and industry representatives (providing product training).

A mechanism for continuing some level of collaboration, either through an existing forum or through an event such as an annual workshop, perhaps combining demonstrations of good practice with working sessions, would be a relatively straightforward event to organise. A simple online resources centre and other tools to stimulate distributed communities of practice could supplement the face-to-face forum. An online resource and collaboration space could potentially be an adjunct to an existing resource, and serve as a repository of practical examples and contact details of those teachers and administrators willing to be contacted.

Provide targeted support for transitioning to sustainability and maintaining momentum at the level of the school


In the event of the NSSCF program ceasing after the current financial year, there may be a case for specific limited interventions by the Australian Government to help maintain momentum. For example:

  • research and policy: on the principle of ‘provide once and use many times’, the Australian Government could undertake research, policy or costing work that could be made available to all schools. As an example, one such piece of work could establish the comparative costs for purchasing digital content on devices, as distinct from purchasing physical textbooks, hence making clear the real impost on parents and schools of purchasing devices.

  • industry negotiation: there are cases where national-level action can achieve greater benefits than any one jurisdiction or authority acting on its own. The Australian Government could negotiate with education publishers to stimulate the development of digital content to substitute for textbooks.

  • advocacy: there is clearly a central digital component to the work of national bodies such as ESA, ACARA and AITSL, and through them to a range of other relevant bodies including standards bodies - for example initial teacher education and teacher standards. Any national work and monitoring of progress should involve engagement with these bodies to embed and encourage the uptake of good practices in digital education, particularly with regard to the two critical levers of:

  • teacher capability; and

  • assessment tools – online diagnostic tools to enable formative assessment in the classroom.

There is a role for national advocacy and national-level initiatives; for example, moving NAPLAN online to drive uptake and skills around digital literacy and education; monitoring improvements in digital learning in initial teacher education. Another example where momentum needs to be sustained is in the area of technical interoperability, and the work around SIF that has matured under the DER. This work is critical if Australia is to reap full benefits from its investments in digital technology, and is most appropriately done collaboratively.

The purpose of these initiatives is to ensure that the undoubted gains of the DER are maintained and built upon in the future.


Attachment 1: DER Mid-Program Review Evaluation Framework

Infrastructure


What is being measured

Description of aspirations

Summary of indicators

Data Sources

Have access targets been achieved?

Schools are now providing 1:1 access to computers for all year 9-12 students across the country

The DER has helped to address issues associated with inequity and disadvantage – providing access and benefits for students who are Aboriginal or Torres Strait Islander, living in remote locations, from low SES backgrounds or have a disability.
Reported year 9-12 computer access ratio – in total and across States and Territories

Perceptions of stakeholders regarding the impact of the DER in addressing equity of access and disadvantaged cohorts – including case studies where possible
SEMIS data tables to be provided by DEEWR (validated by proposed Audit)

Interviews/Focus Groups with Authorities, Principals, Teachers, DEEWR

Have schools established the network infrastructure needed to support the use of computers/devices in the classroom?

Most schools have established broadband connections to the Internet – or have plans in place to achieve that.

Most schools have established broadband networks – within the school - to support classroom activities
Schools support broadband LANs within the school that are used for teaching and learning (e.g. wireless networks)

Schools support a fibre (broadband) connection

Stakeholder experience in establishing desired network infrastructure


NSSCF progress reports

Schools Broadband Connectivity survey

Interviews/Workshops with Authorities, Principals


Has the DER been a catalyst for broader utilisation of ICT in the classroom?

Most schools are integrating the use of other devices/hardware in the classroom

Schools use non-computer hardware

NSSCF progress reports

Are computers and networks reliable and well supported?

Established environments seen as generally reliable

Most schools provide teachers and students with access to technical support – however, the strategies adopted vary across schools
Schools provide teachers with access technical support (e.g. a helpdesk)

Perceptions of stakeholders regarding adequacy and reliability of infrastructure and support
NSSCF progress reports

Interviews/Workshops/Focus Groups with Principals, Teachers, Students, Authorities

Are schools actively planning beyond the DER?

State governments expecting Australian Government to refresh

Most schools have established a dedicated technology budget

The DER has stimulated additional investment from other parties – authorities, schools, industry, parents, other…

Most schools have a planned approach to ICT refresh
Schools have a dedicated technology budget

Schools have a planned and budgeted approach to ICT refresh
NSSCF progress reports

Implementation plans

Interviews/Workshops with Authorities, Principals, DEEWR


Leadership


What is being measured

Description of aspirations

Summary of indicators

Data Sources

How have authorities changed the way they work with ICT – and each other?

DER has been a catalyst for greater collaboration across jurisdictions and sectors

Authorities and schools are adopting a variety of strategies to share knowledge about the use of ICT in the classroom
Schools / jurisdictions disseminate sound practice with other schools / jurisdictions about the use of ICT for teaching and learning

How sound practice is disseminated – evidence that systems/sectors disseminate knowledge and sound practice and facilitate collaboration within and beyond their jurisdictions

Perception of effectiveness of knowledge sharing and collaboration activities


NSSCF progress reports

Interviews/Workshops with Authorities, DEEWR, Principals, Teachers

How are the authorities leading and supporting schools in their use of ICT in classrooms?

All jurisdictions have established an ICT vision for the classroom – DER has been a catalyst for this to happen

Authorities are supporting schools in a variety of ways – policies, standards, PD, support for ICT planning, procurement, installation, support…
Evidence of support provided to schools by the authorities

NSSCF progress reports

Interviews/Workshops with Authorities, Principals, DEEWR

Are school leaders committed to greater use of ICT for teaching and learning?

Most Principals self-identify as driving ICT integration in their school

ICT is now seen as a core responsibility for school leadership – e.g.: significant portion of school budget, core function for Principals, specific roles established in many schools…

Principals are increasingly engaged in PD about the use and management of ICT

Principals see that increased use of ICT is benefiting teachers, students and parents



Principals self-identify as driving ICT integration (need to confirm confirm SiAS collects this data)

Examples of how school leadership is driving ICT integration

Participation by school leaders in PD about the use of ICT

School leaders’ perception of the importance of ICT on teaching and learning – including benefits for teachers, students and parents

School leaders’ perception of how ICT has changed roles, responsibilities and practice


Staff in Australia’s Schools (SiAS) survey

Literature review

Interviews/Workshops with Authorities, Principals, DEEWR


How are school leaders planning and supporting the use of ICT in classrooms?

Most schools have an ICT Strategy or Plan in place

Most Principals have an ICT deployment plan in place

Authorities and schools have developed policies for ICT use in the classroom – e.g.: ethical use; equity of access; student misuse; intellectual property; staff ICT PD; technology risk management; good digital citizenship; elearning


Schools have an ICT Plan / Strategy

Principals have an ICT deployment plan for the provision of infrastructure, learning resources and teacher capability (confirm SiAS collects this data)

Stakeholder views on adequacy of policies for ICT use in the classroom


NSSCF Progress reports

SiAS survey

Implementation plans

Interviews/Workshops with Authorities, Principals, Teachers


Teacher capability





What is being measured

Description of aspirations

Summary of indicators

Data Sources

Are teachers committed to greater use of ICT in the classroom?

Teachers are using ICT more since the DER was introduced

Teachers see students using ICT more since the DER was introduced – e.g.: to research, prepare for and complete class tests and assignments, communication with teachers, group work/collaboration with other students

Teachers cite benefits of ICT – e.g.: improved motivation; innovation in teaching practice; capacity to access information; capacity to individualise curriculum to student needs; capacity for collaboration with other teachers/experts; improve student engagement; capacity to conduct assessments more effectively; and capacity to engage more effectively with parents…


Perception of benefits associated with teachers’ use of ICT hardware and digital resources/tools

Perception of benefits associated with students’ use of ICT hardware and digital resources/tools

Perception of how ICT is transforming teaching and learning in schools – including increased use by teachers and students


Literature review

NSSCF progress reports and case studies

Interviews/Workshops/Focus Groups with Authorities, DEEWR, Principals, Teachers, Students, Parents


Do teachers feel adequately skilled and prepared to use ICT and online tools/resources in the classroom?

Confidence and competence levels of teachers in using ICT in the classroom varies substantially

Improving ICT skills was identified by teachers as an area of high need

Teachers perceive the quality and extent of current initial teacher ICT training as …

Teachers are increasingly engaged in ICT PD activities
Teachers provided with PD about the use of ICT for teaching and learning (confirm SiAS collects this data)

Identified importance/need for PD in ICT (confirm SiAS collects this data)

# years since undertaking PD about the use of ICT for teaching and learning (confirm SiAS collects this data)

Perspectives on teacher confidence and competence in using ICT and online learning resources in the classroom

Inclusion of ICT in initial teacher education courses

Teacher perspectives on the effectiveness of ICT in initial teacher education courses
SiAS survey

Literature review

Interviews/Workshops/Focus Groups


Do teachers feel adequately supported to use ICT and online tools/resources in the classroom?

Many schools are facilitating teachers’ access to coaching about the use of ICT for teaching and learning

Many schools are facilitating online collaboration and peer networking around the use of ICT in the classroom

Teachers are looking for improved ICT capabilities and resources to support them in their role – in particular…


Schools facilitate teachers’ online collaboration or peer networking

How teachers’ online collaboration or peer networking is facilitated

Schools facilitate teachers’ coaching about the use of ICT for teaching and learning

How teachers’ coaching about the use of ICT is facilitated

Perception of ICT capability in the school and jurisdiction

Perceptions of the impact ICT is having on teacher motivation and capacity for collaboration and engagement beyond the school



NSSCF Progress Reports

Interviews/Workshops/Focus Groups with Teachers, Principals, Authorities



Learning resources





What is being measured

Description of aspirations

Summary of indicators

Data Sources

Are schools providing access to online learning resources?

Most schools and authorities provide teachers with access to digital learning resources

Many schools and authorities are starting to develop and share digital resources with other schools and jurisdictions
Schools provide teachers with or allow access to digital learning resources

Schools / jurisdictions create or develop digital learning resources

Schools / jurisdictions facilitate sharing of digital learning resources with teachers outside of their school / jurisdiction

How digital learning resources are delivered / shared

Perception of accessibility to digital learning resources


NSSCF progress reports

Interviews/Workshops with Authorities, Principals, Teachers

Are teachers increasing their use of online resources?

Teachers are starting to become engaged in development and sharing of teaching and learning resources with their peers

Resources and delivery mechanisms seen as most valuable by interviewed teachers included….



Teacher confidence in using digital learning resources

Extent of teachers’ use of learning resources
Interviews/Workshops with Authorities, Principals, Teachers


Are online resources supporting personalised learning?

Teachers are adapting resources to addressing specific learning needs and cohorts

Teachers are looking for support to help understand, access and adapt available resources

Online resources are helping to improve student engagement – particularly for those who might otherwise disengage


Perspectives on the quality and impact of available digital learning resources – including barriers to increased uptake

NSSCF progress reports and case studies

Interviews/Workshops/Focus Groups with Authorities, Principals, Teachers, Students, Parents



Attachment 2: Stakeholder engagement list


Throughout the review, dandolopartners gained invaluable insights into the DER program through engagement with a large number and broad range of stakeholders, including DEEWR; education authorities (government, Catholic and independent), including Block Grant Authorities; members of the Digital Education Advisory Group (DEAG); national agencies; leading education practitioners and industry representatives; principals, teachers, students and parents. Education and Block Grant Authorities were responsible for arranging consultations with principals, teachers, students and parents in their jurisdiction.150 We are appreciative of their efforts and of all those who participated in interviews, workshops and focus groups.

Table A3-1 presents the approximate number of stakeholders engaged from each stakeholder group and the method of engagement.

Table A3-1: Stakeholder Engagement List

Stakeholder group

Engagement method

Approx. number of stakeholders

DEEWR

One-on-one interviews

2

Education authorities, including CIOs

One-on-one and group interviews

62

DEAG representatives

One-on-one and group interviews

7

National agencies

One-on-one and group interviews

12

Leading education practitioners and industry representatives

One-on-one and group interviews

15

Principals

Workshops

34

Teachers

Workshops and one-on-one interviews

30

Students

Focus groups

40

Parents

Focus group and one-on-one interviews

7

Total

209



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Woods, K., Griffin, P. & Care, E. (2011) Evaluation of the Ultra Mobile Personal Optimised Devices Trial in Victorian Schools: Addendum to the Final Report, Assessment Research Centre, University of Melbourne.

1 Throughout this report, the phrase ‘digital education’ is used to refer to the effective integration of ICT into education.

2 While this review is technically past the ‘mid-point’ of the DER program, the DER Evaluation Strategy April 2011 had signalled the Mid-Program Review to take place in 2012 following the 1:1 computer to student ratio target being achieved.

3 It is important to note that this review is not focused on determining whether the objectives set for the DER program were ambitious enough, but rather to assess the progress that has been made against the objectives.

4 Flipped learning is a form of blended learning that encompasses the use of technology to leverage learning in the classroom. This allows teachers to take on more of a facilitator role and spend more time interacting with students instead of the traditional role of transmitter of information.

5 Griffin, P., McGaw, B. & Care, E. (eds) (2012) Assessment and Teaching of 21st-Century Skills, Springer, Dordrecht; Woods, K., Griffin, P. & Care, E. (2011) Evaluation of the Ultra Mobile Personal Optimised Devices Trial in Victorian Schools: Addendum to the Final Report, Assessment Research Centre, University of Melbourne.

6 One example includes the forum for Chief Information Officers (CIOs) where they come together to share, and where possible, leverage other jurisdictions’ learnings.

7 Ministerial Council on Education, Employment, Training and Youth Affairs (2008) Melbourne Declaration on Educational Goals for Young Australians.

8 Council of Australian Governments (2009) National Education Agreement, paragraph 8.

9 Thomson, S. & De Bortoli, L. (2012) Preparing Australian Students for the Digital World: Results from the PISA 2009 Digital Reading Literacy Assessment, ACER Press, Camberwell, Vic.

10 Greaves, T., Hayes, J., Wilson, L., Gielniak, M. & Peterson, E. (2012) Revolutionizing Education through Technology: the Project RED Roadmap for Transformation, International Society for Technology in Education, Washington DC.

11 ibid, p. 66.

12 Griffin, P., Care, E., Tsurutani, H. & Woods, K. (2010) Evaluation of the Ultra Mobile Personal Optimised Devices Trial in Victorian Schools (the Netbook Trial Evaluation), Phase Three and Four Report, Assessment Research Centre, University of Melbourne.

13 ibid.

14 Gulek, J.C. & Demirtas, H. (2005) ‘Learning with technology: the impact of laptop use on student achievement’, Journal of Technology, Learning and Assessment, 3 (2), pp. 1–39.

15 Apple Computer Inc., op. cit., p. 3.

16 Council of Australian Governments, op. cit., paragraph 13.

17 Additional funding to support the effective deployment of devices was provided to education authorities in 2008–09 through On Costs funding agreements.

18 These projects are: Teaching Teachers for the Future; ICT in Everyday Learning: Teacher Online Toolkit; Anywhere, Anytime Teacher Professional Learning; and Leading ICT in Learning.

19 Block Grant Authorities are incorporated bodies that receive and distribute capital funds to Catholic and independent schools.

20 The four strands of change are outlined in the DER National Partnership Agreement, which was agreed by the Australian Government, and States and Territories in May 2009. This accounts for more than a 12-month gap between the introduction of the NSSCF and the implementation of the four strands of change.

21 Council of Australian Governments, op. cit., paragraphs 5–6.

22 While the review is technically past the ‘mid-point’ of the DER program, the DER Evaluation Strategy April 2011 had signalled for the review to take place in 2012 following the 1:1 computer to student ratio target being achieved.

23 It is important to note that this review is not focused on determining whether the objectives set for the DER program were ambitious enough, but rather to assess the progress that has been made against the objectives.

24 The SEMIS was developed in response to a 2005-06 strategic review of the existing Commonwealth Assistance to Schools and Program Administration (CASPA) and Schools Service Point (SSP) business system suite, which recommended that a single grants management system be developed incorporating all funding and grants programs currently managed by the Schools Cluster in the former Department of Education, Science and Training (DEST).

25 The School Entry Point website is at: https://schools.deewr.gov.au/SchoolEntryPoint/Default.aspx

26 This report is titled DER Mid-Program Review: Summary of Quantitative Research.

27 This issue was identified by the Australian National Audit Office in its performance audit of the DER Program – NSSCF.

28 Intergovernmental Agreement on Federal Financial Relations, Schedule C: Public Accountability and Performance Reporting, available at http://www.federalfinancialrelations.gov.au/content/inter_agreement_and_schedules/current/schedule_c.pdf, accessed on 20 July 2012.

29 Data collected in the 2007 Staff in Australia’s Schools (SiAS) survey indicated that the highest professional learning need for Australian secondary teachers was to find more opportunities to learn about making more effective use of computers in student learning – 60 per cent of secondary teachers expressed a major (24 per cent) or moderate (36 per cent) need for professional learning in this area. Despite the priority it was given by teachers in 2007, subsequent SiAS surveys did assess the need for professional learning in that field.

30 There was a desire by DEEWR to limit additional reporting requirements on principals and teachers. Therefore, there was limited scope to supplement existing data collection (through, for example, administering additional surveys).

31 Purposive sampling is an evaluation technique used to select a sample that is representative of the population.

32 The Auditor-General (2011) Digital Education Revolution Program – National Secondary Schools Computer Fund, Audit Report No. 30 2010–11 Performance Audit, Australian National Audit Office, Canberra.

33 This flexibility came with the NSSCF Funding Rounds 2 and 2.1.

34 This information was sourced from Progress Reports which were provided to DEEWR under the NSSCF..

35 This information was sourced from Progress Reports which were provided to DEEWR under the National Secondary School Computer Fund.

36 Anytime Anywhere Learning Foundation (2009) 21 Steps to 21st Century Learning, available at http://www.aalf.org/cms/?page=AALF%20-%2021%20Steps%20to%2021st%20Century%20Learning , accessed on 28 July 2012.

37 NSW Department of Education and Training (2010) DERNSW Professional Learning Principals’ Survey.

38 National Schools Interoperability Program (2012) About NSIP, available at http://www.nsip.edu.au, accessed on 24 July 2012.

39 NSW Department of Education and Training, op. cit.

40 Catholic Education Office Sydney (2011) Secondary Teacher Engagement in Digital Learning.

41 ibid.

42 Australian Institute for Teaching and School Leadership (AITSL) (2012) Professional Learning – Leading Curriculum Change, available at http://www.aitsl.edu.au/leading-curriculum-change.html, accessed on 27 July 2012.

43 NSW Department of Education and Training, op. cit.

44 All Hallows’ School (2011) Blended Learning – Netbook Report 2011.

45 Further information on the Microsoft Partners in Learning program can be found at: http://www.microsoft.com/education/en-au/partners-in-learning/Pages/index.aspx.

46 Australian Institute for Teaching and School Leadership (AITSL) (2012) Teacher Feature, available at http://teacherfeature.aitsl.edu.au, accessed on 24 July 2012.

47 Deans of Education represent Deans of faculties and Heads of Schools of Education in universities and other higher education institutions in Australia.

48 Education Services Australia (2012) Teaching Teachers for the Future, available at http://www.ttf.edu.au, accessed on 24 July 2012.

49 NSW Department of Education and Training (2012) CLIC DER-NSW report, September 2009 to 30 June 2012.

50 Lippett, T. (2011) Thumbs Up for C2C Ahead of Australian Curriculum, Queensland Department of Education, Training and Employment.

51 Australian Government (2011) Digital Education Revolution Evaluation Strategy, April 2011, Department of Education, Employment and Workplace Relations, Canberra.

52 Thirty-eight evaluation indicators are identified in the DER Evaluation Strategy and correspond to data that is contained in the NSSCF Progress Reports, SiAS survey, Schools Broadband Connectivity survey and SEMIS DER application and reporting data.

53 Fox, C., Waters, J., Fletcher, G. & Levin, D. (2012) The Broadband Imperative: Recommendations to Address K-12 Education Infrastructure Needs, State Educational Technology Directors Association (SETDA), Washington DC.

54 Australian Government (2011) School Broadband Connectivity Survey 2010.

55 Anytime Anywhere Learning Foundation, op. cit.; NSW Department of Education and Training (2009) One to One Computing: Literature Review.

56 Griffin, P., McGaw, B. & Care, E. (eds) (2012) Assessment and Teaching of 21st Century Skills, Springer, Dordrecht.

57 British Educational Communications and Technology Agency (BECTA) (2005) Research and Development Strategy 2005–8, available at http://www.teachfind.com/becta/bectas-research-and-development-strategy-2005-8, accessed on 8 August 2012.

58 Greaves, T. et al., op. cit., pp 41-44

59 Jensen, B. (2012) Catching Up: Learning from the Best School Systems in East Asia, Grattan Institute, Melbourne.

60 Koh, T.S. & Lee, S.C. (eds) (2008) Information Communication Technology in Education: Singapore’s ICT Masterplans, 1997–2008, World Scientific Publications, Singapore.

61 OECD (2011) PISA 2009 Results: Students Online: Digital Technologies and Performance (Volume VI), OECD Publishing, Paris.

62 Many examples of this are described in Greaves, T., et al., op. cit.

63 Jensen, B. (2012) Catching Up: Learning from the Best School Systems in East Asia, Grattan Institute, Melbourne.

64 Thomson, S. & De Bortoli, L., op. cit.

65 Jensen, B. (2010) Investing in Our Teachers, Investing in Our Economy, Grattan Institute, Melbourne.

66 The incorporation of ICT into lessons includes the digitisation of learning materials and the transfer of assessment and testing to an online form.

67 Fullan, M. (2011) ‘Choosing the wrong drivers for whole system reform’, Seminar series 204, April 2011, Centre for Strategic Direction, Melbourne.

68 Anytime Anywhere Learning Foundation, op. cit.

69 SIF Association (2012) What Is SIF?, available at http://www.sifinfo.org/au/, accessed on 24 July 2012.

70 National Schools Interoperability Program (2012) Tri Borders: Supporting Students in SA, NT and WA, available at http:// http://www.sifinfo.org/upload/story/8E3BFF_SIF%20Association%20AU%20Pilot%202.1%20Tri-Borders.pdf, accessed on 23 July 2012.

71 Education Services Australia (2012) National Digital Learning Resources Network, available at http://www.ndlrn.edu.au/about/about_landing_page.html, accessed on 24 July 2012.

72 Block Grant Authorities are responsible for administering funding to both the independent and Catholic sectors in the ACT and NT.

73 Newhouse, P. (2010) ‘School leadership critical to maximising the impact of ICT on learning’, in D. Gronn & G. Romeo (eds) (2010) ACEC2010: Digital Diversity, Conference Proceedings of the Australian Computers in Education Conference 2010, 6–9 April, Carlton, Victoria, Australian Council for Computers in Education (ACEC).

74 Moyle, K. (2006) Leadership and Learning with ICT: Voices from the Profession, Australian Institute for Teaching and School Leadership; Tearle, P. (2004) The Implementation of ICT in UK Secondary Schools, Final Report: February 2004, University of Exeter, The Telematics Centre.

75 Tearle, P., ibid.; Newhouse, P., op. cit.; Lee, M. & Gaffney, M. (eds) (2008) Leading a Digital School, ACER Press, Melbourne.

76 Howard, S., Thurtell, E. & Gigliotti, A. (2012) DER-NSW Evaluation: Report on the Implications of the 2011 Data Collection, NSW Department of Education and Communities, p. 63.

77 Palnet, available at http://www.palnet.edu.au, accessed on 1 August 2012.

78 Queensland Government, Department of Education, Training and Employment (2012) eLearning Leaders Framework, available at http://education.qld.gov.au/smartclassrooms/developing-professionals/elearning-frameworks/leaders/index.html, accessed on 25 July 2012.

79 Jensen, B., Catching Up, pp. 19–22.

80 For a highly successful example of this, see Woods, K., Griffin, P. & Care, E. (2011) Evaluation of the Ultra Mobile Personal Optimised Devices Trial in Victorian Schools: Addendum to the Final Report, Assessment Research Centre, University of Melbourne.

81 ibid.; Newhouse, P., op. cit.; Greaves, T. et al., op. cit.

82 Victorian Government, Department of Education and Early Childhood Development (2012) eLearning ICT Showcases – Galvin Park Secondary College, available at http://epotential.education.vic.gov.au/showcase/1to1_learning/nsscf, accessed on 9 August 2012.

83 Griffin, P. et al., Evaluation of the Ultra Mobile; Newhouse, P., op. cit.

84 Jensen, B., Catching Up., p. 19.

85 Greaves, T. et al., op. cit., p. 28.

86 Anytime Anywhere Learning Foundation, op. cit.

87 Vacirca, E. (2008) ‘How do teachers develop their technological pedagogical content knowledge in the context of system-wide pedagogical and curriculum reform?’, Australian Association for Research in Education Conference, Brisbane, p. 15.

88 Greaves, T. et al., op. cit.

89 Woods, K. et al., op. cit.; Jensen, B., Catching Up.

90 Anytime Anywhere Learning Foundation, op. cit., p. 5.

91 This report is based on the 2011 survey, whereby there were 439 student respondents.

92 All Hallows’ School, op. cit.

93 Cisco (2010) Genuine Transformation in K-12, available at http://www.cisco.com/web/strategy/docs/education/broadmeadow_cs.pdf, accessed on 2 August 2012.

94 Vacirca, E., op. cit., p. 17.

95 Jensen, B., Investing in our teachers.

96 McKenzie, P. (2012) ‘Painting a picture of the teaching workforce’, Research Developments, Vol. 27 (2012), pp. 2–5, available at http://research.acer.edu.au/cgi/viewcontent.cgi?article=1099&context=resdev, accessed on 3 August 2012.

97 Howard, S. & Carceller, C. (2010) DER-NSW Evaluation: Phase 1 – Before the Laptop Rollout, NSW Department of Education and Training, p. 91.

98 Jensen, B. (2010) What Teachers Want: Better Teacher Management, Grattan Institute, Melbourne, p. 21.

99 ibid., p. 3.

100 Griffin, P., McGaw, B. & Care, E. (eds) (2012) Assessment and Teaching of 21st Century Skills, Springer, Dordrecht.

101 Ministerial Council on Education, Employment, Training and Youth Affairs (2008), op. cit.

102 NSW Department of Education and Training (2009) One to One Computing: Literature Review, p. 6.

103 Jensen, B., Catching Up.

104 ibid.

105 Doecke, B., Parr, G. & North, S. (2008) Report of the National Mapping of Teacher Professional Learning in Australia Project, DEEWR, Canberra.

106 Schulman, L. (1987) ‘Knowledge and teaching: foundations of the new reform’, Harvard Educational Review, 57 (1), pp. 1–22.

107 Mishra, P. & Koehler, M.J. (2006) ‘Technological pedagogical content knowledge: a framework for teacher knowledge’, Teachers College Record, 108 (6), pp. 1017–54.

108 Vacirca, E., op. cit., p. 3.

109 NSW Department of Education and Training, One to one computing, p. 17.

110 Vacirca, E., op. cit., p.17.

111 Griffin, P. et al., Assessment and teaching, p. 10.

112 Education Services Australia (2012) Teaching Teachers for the Future, available at http://www.ttf.edu.au, accessed on 24 July 2012.

113 Woods, K. et al., op. cit.

114 Howard, S., Thurtell, E. & Gigliotti, A. (2012) DER-NSW Evaluation: Report on the Implications of the 2011 Data Collection, NSW Department of Education and Communities.

115 Doecke, B. et al., op. cit.

116 This is the second most important factor in successful ICT implementation according to Project RED; Greaves, T. et al., op. cit.

117 Howard, S., Thurtell, E. & Gigliotti, A. (2012) DER-NSW Evaluation: Report on the Implications of the 2011 Data Collection, NSW Department of Education and Communities.

118 NSW Department of Education and Training (2009) One to One Computing: Literature Review, p. 18.

119 Howard, S., Thurtell, E. & Gigliotti, A. (2012) DER-NSW Evaluation: Report on the Implications of the 2011 Data Collection, NSW Department of Education and Communities, p. 97.

120 TeachMeet Australia (2012) available at http://www.teachmeet.net, accessed on 26 July 2012.

121 Education Services Australia (2012) ICT in Everyday Learning – Teacher Online Toolkit, available at http://www.esa.edu.au/projects/ict-everyday-learning-teacher-online-toolkit, accessed on 26 July 2012.

122 Pathways for Learning, Anywhere, Anytime – a Network for Educators, available at http://www.plane.edu.au, accessed on 26 July 2012.

123 NSW Department of Education and Communities (2012) Great Teaching, Inspired Learning – Discussion Paper, available at http://www.schools.nsw.edu.au/media/downloads/news/greatteaching/gtil.pdf, accessed on 1 August 2012.

124 OECD (2011) Teachers Matter: Attracting, Developing and Retaining Effective Teachers – Pointers for Policy Development, OECD Publishing, Paris.

125 Department of Education and Early Childhood Development (2012) New Directions for School Leadership and the Teaching Profession: Discussion Paper, June 2012, available at http://www.eduweb.vic.gov.au/edulibrary/public/commrel/about/teachingprofession.pdf, accessed on 3 August 2012.

126 Cisco (2011) Visual Networking Index (VNI): Global Mobile Data Traffic Forecast Update, 2011–2016, available at http://www.cisco.com/en/US/solutions/collateral/ns341/ns525/ns537/ns705/ns827/white_paper_c11-520862.pdf, accessed on 3 August 2012.

127 Cisco (2011) VNI Mobile Forecast Highlights, 2011–2016, available at http://www.cisco.com/web/solutions/sp/vni/vni_mobile_forecast_highlights/index.html, accessed on 3 August 2012.

128 Ubiquitous Computing, Pervasive Risk: Coping with the Proliferation of Mobile Devices (2011) online conference, available at https://isc2.brighttalk.com/node/902, accessed on 3 August 2012.

129 Royal Pingdom , op. cit.

130 Fischman, J. (2011) ‘Pearson and Google jump into learning management with a new, free system’, The Chronicle of Higher Education, available at http://chronicle.com/blogs/wiredcampus/pearson-and-google-jump-into-learning-management-systems/33636, accessed on 3 August 2012.

131 Developed by the Victorian Government’s ideasLAB, which is funded in partnership with Cisco, Intel and Microsoft.

132 Center for Interactive Learning and Collaboration, available at http://www.cilc.org, accessed on 3 August 2012.

133 Powerhouse Museum NSW, available at http://www.powerhousemuseum.com, accessed on 3 August 2012.

134 Office of Information Technology, University of Colorado Boulder (2012) What Are Cloud-Based Services?, available at http://oit.colorado.edu/node/7532, accessed on 30 July 2012.

135 OneCommunity (2012) Connect Your Community: K-12 Parents Digital Literacy Survey.

136 Australian Bureau of Statistics (2011) Australian Social Trends June 2011 – Online @ home, Catalogue No. 4201.0, available at http://www.ausstats.abs.gov.au/ausstats/subscriber.nsf/LookupAttach/4102.0Publication29.06.116/$File/41020_Online_Jun2011.pdf, accessed on 30 July 2012.

137 The distinction between first- and second-order change is elaborated in Greaves, T. et al., op. cit., chapter 1.

138 Griffin, P., McGaw, B. & Care, E. (eds) (2012) Assessment and Teaching of 21st Century Skills, Springer, Dordrecht.

139 The Australian Curriculum, Assessment and Reporting Authority (ACARA) is responsible for developing the Australian Curriculum, which is being drafted progressively from Foundation to Year 12 and being guided by the Melbourne Declaration on Educational Goals for Young Australians and the policy document Shape of the Australian Curriculum.

140 The Australian Institute for Teaching and School Leadership (AITSL) (2012) National Professional Standards for Teachers, available at http://www.teacherstandards.aitsl.edu.au, accessed on 26 July 2012.

141 The project was funded by ICTIF.

142 With Australian universities increasingly required to compete against each other, this provides a telling contrast to the strategic approaches to teacher education possible in a country like Singapore.

143 Australian Government (2011) Australia in the Asian Century, Issues Paper December 2011, available at http://asiancentury.dpmc.gov.au/issues-paper, accessed on 1 August 2012.

144 Submissions strongly supported the notion that Asian literacy was broader than language skills and that a greater focus should be given to the study of Asian countries in a cross-disciplinary manner.

145 University of New England (2011) Australia–Korea Connexion, available at http://www.une.edu.au/austkoreaconnexion, accessed on 1 August 2012.

146 Hon. Wayne Swan MP (2010) Government’s Productivity Agenda to Tackle Future Changes, 1 February, available at http://ministers.treasury.gov.au/DisplayDocs.aspx?doc=pressreleases/2010/007.htm&pageID=003&min=wms&Year=2010&doctype=0, accessed on 26 July 2012.

147 Banks, G. (2010) Advancing Australia’s ‘Human Capital Agenda’, Ian Little Lecture, Melbourne, 13 April.

148 Australian Government (2011) Review of Funding for Schooling: Final Report, available at http://www.deewr.gov.au/Schooling/ReviewofFunding/Documents/Review-of-Funding-for-Schooling-Final-Report-Dec-2011.pdf, accessed on 22 June 2012.

149 Eligible families can currently claim up to $397 per primary and $794 per secondary school student per financial year for educational expenses associated with the purchase, repair and maintenance of devices, which could be factored in to considerations about the level of parental co-contribution

150 A limited number of workshops and focus groups were identified for principals, teachers, students and parents. The allocation of these sessions was determined at random, with a mix of government and non-government stakeholders chosen to participate.



DER Mid-Program Review: Assessing Progress of the DER and Potential Future Directions – FINAL REPORT




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